Black advanced placement student success

Abstract

Each year, the percentage of Black students who enroll in AP coursework is smaller than the percentage of Black students in the total student population. Black students are less likely to take AP courses, and when they take the courses, they are less likely to pass the AP exams. This instrumental case study explored the pedagogical practices and school-based supports of teachers with successful Black Advanced Placement students. Culturally Relevant Pedagogy was used as the theoretical framework for this study. The research questions guiding this study were: What pedagogical practices do AP teachers at an urban high school use to help Black students succeed in AP courses? and How does a school with successful Black AP students support teachers pedagogical practices? Participants of this study were the principal and four teachers at a school with high-achieving Black Advanced Placement students. Following data analysis of interviews, observations, and artifacts, four themes emerged. Findings indicated that the school and teachers had high expectations for student achievement, while providing appropriate supports for student success. Teachers maintained a warm but strict relationship with their students that allowed them to build trust with their students while still maintaining high expectations for appropriate behavior. The school and teachers engaged in data-driven decision making that allowed them to make changes to their instruction based on student data. Finally, a strong commitment to teacher support gave teachers the support of an instructional coach and weekly, school-wide, professional development.